Bradford: A Free Education System Bought and Sold on the Housing Market, as It Was Intended to Be
When considering education, it is important to continually ask two fundamental questions: Why does the current system exist in this way? And is it necessary to maintain this status quo?
A common belief in the realm of education is that your address should not determine the quality of education you receive. This is a sentiment shared even by those who claim to be against educational reform.
If this belief holds true, then why does the location of your residence overwhelmingly dictate the type of education you will receive?
It can be acknowledged that in the early days of public education – when it was open to all, funded by taxpayers, and provided free of charge, as described by Sir Ken Robinson – it made sense to organize compulsory schooling based on small, local communities. This approach was likely influenced by the absence of state and federal revenue streams, as well as the lack of state mandates and responsibility for education. At that time, it was more practical to tax the local community based on their property wealth in order to finance the common school. This policy decision was rooted in the idea of localism and local identity, and it continues to shape our education system today.
This does not mean that there was no education taking place while states were establishing their local public education systems. People still engaged in homeschooling, or they enrolled their children in schools affiliated with religious institutions – the Catholic Church notably made contributions in this regard. Additionally, as James Anderson writes in "The Education of Blacks in the South," African Americans made efforts to establish education systems for black children, both during slavery and after its abolition.
These efforts are significant because they demonstrate the profound understanding among black individuals – whether enslaved or liberated – that true freedom cannot be fully achieved without education. In the absence of a system that provides education for you, you must find a way to attain it on your own.
Fast forward to the present, and we can observe several consequences that have arisen from the correlation between your residence and the type of school you attend:
1. America’s public schools are now more segregated than they were before the Brown v. Board of Education decision.
2. There is a growing trend of municipal secessions, in which wealthier, predominantly white districts separate from larger jurisdictions to establish their own school systems and secure their own funding.
3. Hyperlocalism is undermining the ability to make meaningful comparisons of student achievement, even within states, which compromises the goal of setting high expectations for all students, especially minority students.
Education, which was not originally intended to be a market, has now become one. More specifically, it has divided into two markets:
1. The housing market, which has become the primary determinant of school choice and is embedded in the cost of homeownership. This market may be unfair to certain individuals, particularly young families who struggle to afford housing in inflated markets, and those who still face the long-term repercussions of redlining.
2. The black market that emerges when people falsify their addresses to gain access to higher-performing schools in areas where they do not reside. This practice exists because of the perceived value placed on attending a better school.
For instance, New Jersey employs the troubling practice of using off-duty police officers to monitor children and ensure they live within the correct school district, all in the name of protecting "free school" from potential fraud.
When we have reached a point where the pursuit of a quality education is criminalized, we must question whether public education is truly fulfilling its intended mission and purpose.
So, once again, we must inquire why the current education system operates the way it does and whether it is necessary to maintain this status quo.
Embedded within these questions are numerous other inquiries regarding rules and identity. They prompt us to reflect on our own values and priorities as individuals and as a community. If we place a higher value on the connection between housing and school access, we will behave in a certain manner. It is crucial to acknowledge that this decision encompasses various factors, such as history, identity, economics, and prosperity – all of which are significant considerations.
However, it is essential to recognize the negative aspects of this system as well. The most powerful aspect, both positively and negatively, is that each of us, as individuals and as a collective, possesses the opportunity and responsibility to effect change in this realm.
When discussing the achievement gap and the effects of race on our public systems and institutions, fights over resources such as weighted-student formulas and bonus weights for concentrations of poverty become significant. However, when we consider the dynamics of the systems themselves, these fights seem less consequential.
A recent study conducted by Johns Hopkins University found that having just one black teacher between grades 2 and 5 had a positive impact on black students. It increased their likelihood of considering college and decreased their likelihood of dropping out. For low-income black children, the impact was even greater. In contrast, the majority of America’s teaching force is composed of white individuals.
Another study titled "The Essence of Innocence: Consequences of Dehumanizing Black Children" involved mostly white, female undergraduates from large public universities. The study showed that these students considered black children to be less innocent than children of other races, beginning at the age of 10.
Furthermore, a report released during the Obama administration revealed that a significant number of high schools with a high percentage of black and Latino students do not offer Algebra II and chemistry courses.
It is important to note that I am not trying to provoke just for the sake of it. Instead, I hope to bring two important thoughts to your attention.
Our school systems are not neutral entities. They are the products of years of political, social, and financial history. Therefore, it is crucial to recognize that our school systems are not broken but rather functioning as intended. The results we witness are not unintended consequences but rather a reflection of our priorities, which may prioritize certain interests over providing a quality education for all children.
Let’s assume that there are various interests at play within our schools, including student achievement. Which interests are most important to you? Are you comfortable with minority student achievement being ranked lower than, for example, property value? Is upholding a segregated system that benefits those who can afford to live in wealthy areas more important to you than ensuring that children of color receive the necessary support for early reading intervention, which can unlock future possibilities?
There are numerous challenging questions like these that you must answer. Each one is difficult, but it is crucial that every individual addresses them. Your fellow citizens and the students in your community have the right to know where you stand.
This essay was adapted from an address given by Bradford as part of the Robins Foundation’s 2017 Lora M. Robins Speakers Series, focusing on the topic of "Exploring Education Reform."
